Svarstomosios demokratijos implikacijos švietimo politikai: tarp etikos ir politikos
| Author | Affiliation | |
|---|---|---|
LT |
| Date | Volume | Issue | Start Page | End Page |
|---|---|---|---|---|
2017 | 45 | 1 | 29 | 41 |
Straipsnyje analizuojamas svarstomosios demokratijos ir edukacijos proceso santykis. Siekiama išsiaiškinti, kaip svarstomosios demokratijos modelis derina etiką ir politiką bei kokios to implikacijos švietimo politikai. Svarstomosios demokratijos idėja apibrėžiama kaip ugdymas, kai skirtingos perspektyvos formuoja tęstinę komunikaciją. Argumentuojama, kad svarstomoji demokratija, nors ir suaktualindama bendrojo gėrio sampratą, vis dėlto teikia pirmenybę procedūrinei edukacijos pusei.
The model of deliberative democracy and the theory of communicative action of Habermas offers a fresh look at interrelation between society and education. Although deliberative democracy encompasses the essential features of liberal democracy which is of modern value, at the same time it embraces fundamental change of understanding of liberal democracy and of attitude to education accordingly. First of all, deliberating process is valuable on its own, because mutual understanding in various social contexts can be achieved only by discussion, not by voting. Secondly, success of consensus might be of various reasons, because of pluralism of discourses. Thirdly, situation of ideal communication always indicates real local contexts. Thus situation of ideal communication is not just mental experiment but also has particular implications on educational theory. The idea of deliberative democracy can be described as education where different individual perspectives are forming continuous communication. So Habermas’ model is oriented to foster citizenship literacy and develop communicational competencies. Evolving open communication in particular could fortify institutions of deliberative democracy.